In this observation, pay attention to how your teacher manages his or her classroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?
Observe After conversing with my CTs, I have learned classroom management will always be a task that requires attention. Somedays more then others, naturally. With this in mind, I have learned to only expect the unexpected and to not anticipate have angelic classes... ever. Most disruptions, in all classes, all ages, all levels, all subjects are generally attributed to talking. I have yet to see one class that does not have a student that truly is a social butterfly. This little butterfly always finds a way to involve at least one or two others, which is then a steady domino effect throughout the classroom. And just like that, they all become social butterflies. I've seen this controlled a few ways in my CTs classrooms. I will highlight a few techniques below. Good observations.
Flickering the Lights - Mr. Scott uses this one often. The team refers to this action as "Lightening Flashes" (Team Lightening) and all teachers on the team have committed to using this action as a way to regain attention, control and focus in the classroom. This works magnificently in the classroom as the students understand what it means, they are accustomed to Lightening Flashes in all of their classes and generally understand that it means business. I have seen this in high schools as well. Turning the lights off and leaving them off until the class understands why they were turned off and are ready to focus and get back on track. The trick is subtle, simple and effective. Ouch. Personally, this might be a better strategy at the middle school, especially as a coordinated team convention. I don't think this is a good idea at the high school because it emphasizes that students have been allowed to cross a behavior boundary. If they decide not to straighten up, what do you do afterwards? Instead, you should be able to make eye contact and let students know that that you expect them to quiet down.
Change in Volume - For a teacher that is more quiet (Mr. Doran), an increase in volume signifies that he is serious, he's upset, and he is demanding attention at that moment. For a teacher that is generally more well spoken (Mr. Kenyon), a decrease in volume generally gets a few students attention, until the whole class gets the gist that Chatty Cathy time is over and it's time to focus. Again, simple and effective. Students get it and understand it is time to move on. Standing silent is also effective. Usually one student notices that the instructor is upset and will "SHHHH," the class. I like this strategy much better than the light business. ;-)
Assessment "Threats" - I say threat in quotes because I can't think of a better word, but, when a class is getting rowdy or not focused, it's very easy to say, "I sure hope this isn't on your QUIZTOMORROW." Even if there is no quiz, just the thought that there is, or could be, will usually refocus. This little trick can not be used too frequently, but is effective when implemented. Remember: Do not threaten what you are not willing to do. If you say there is a quiz tomorrow, then so be it. Note that this is relying on extrinsic motivation, which in the end deplete enthusiasm from your class.
"1, 2, 3 - Eyes on me." - Good for a middle school, but a little young in the high school, yet effective and to the point. In high school, your teacher look should be sufficient. You may have to establish at the beginning of the year that you look is followed by consequences, e.g.you being disappointed in the class, calls home, detention, etc.
Preparation - As far as external distractions are concerned, preparing the students for the potential visitors, fire drills, etc. will make for much easier transitions. Knowing that a speaker or guest will be coming in, makes the arrival much less distracting. Excellent idea. You should pre-teach your expectations for when a visitor is in the room, but not for specific visitors. Students appreciate it when they know your expectations.
Reflect
All of these examples are little tricks that I suppose "senior" educators are accustomed to using, but they seem to be tricks worth remembering and implementing. I think being exposed to these disruptions and manipulations more and more will help me become better prepared for the future. I do hope to have a little more noise control then I have observed, but that comes with experience, time and patience. Though I don't think singling students out is a great form of teaching, I think it could become necessary to perhaps talk to troublesome students after class about how they can approach their behavior in class differently. This should be done in private and with minimal attention being drawn to the person.
(2/2) I'm glad you're thinking deeply about the teacher "tricks." Too many tricks will lead to you playing Game of School more than you want to, bargaining with students for them to be quiet and orderly instead of engaged, curious and on-task. Which of these behaviors match what you stand for or say is important in your teaching philosophy?
Observe
After conversing with my CTs, I have learned classroom management will always be a task that requires attention. Somedays more then others, naturally. With this in mind, I have learned to only expect the unexpected and to not anticipate have angelic classes... ever. Most disruptions, in all classes, all ages, all levels, all subjects are generally attributed to talking. I have yet to see one class that does not have a student that truly is a social butterfly. This little butterfly always finds a way to involve at least one or two others, which is then a steady domino effect throughout the classroom. And just like that, they all become social butterflies. I've seen this controlled a few ways in my CTs classrooms. I will highlight a few techniques below. Good observations.
- Flickering the Lights - Mr. Scott uses this one often. The team refers to this action as "Lightening Flashes" (Team Lightening) and all teachers on the team have committed to using this action as a way to regain attention, control and focus in the classroom. This works magnificently in the classroom as the students understand what it means, they are accustomed to Lightening Flashes in all of their classes and generally understand that it means business. I have seen this in high schools as well. Turning the lights off and leaving them off until the class understands why they were turned off and are ready to focus and get back on track. The trick is subtle, simple and effective. Ouch. Personally, this might be a better strategy at the middle school, especially as a coordinated team convention. I don't think this is a good idea at the high school because it emphasizes that students have been allowed to cross a behavior boundary. If they decide not to straighten up, what do you do afterwards? Instead, you should be able to make eye contact and let students know that that you expect them to quiet down.
- Change in Volume - For a teacher that is more quiet (Mr. Doran), an increase in volume signifies that he is serious, he's upset, and he is demanding attention at that moment. For a teacher that is generally more well spoken (Mr. Kenyon), a decrease in volume generally gets a few students attention, until the whole class gets the gist that Chatty Cathy time is over and it's time to focus. Again, simple and effective. Students get it and understand it is time to move on. Standing silent is also effective. Usually one student notices that the instructor is upset and will "SHHHH," the class. I like this strategy much better than the light business. ;-)
- Assessment "Threats" - I say threat in quotes because I can't think of a better word, but, when a class is getting rowdy or not focused, it's very easy to say, "I sure hope this isn't on your QUIZ TOMORROW." Even if there is no quiz, just the thought that there is, or could be, will usually refocus. This little trick can not be used too frequently, but is effective when implemented. Remember: Do not threaten what you are not willing to do. If you say there is a quiz tomorrow, then so be it. Note that this is relying on extrinsic motivation, which in the end deplete enthusiasm from your class.
- "1, 2, 3 - Eyes on me." - Good for a middle school, but a little young in the high school, yet effective and to the point. In high school, your teacher look should be sufficient. You may have to establish at the beginning of the year that you look is followed by consequences, e.g.you being disappointed in the class, calls home, detention, etc.
- Preparation - As far as external distractions are concerned, preparing the students for the potential visitors, fire drills, etc. will make for much easier transitions. Knowing that a speaker or guest will be coming in, makes the arrival much less distracting. Excellent idea. You should pre-teach your expectations for when a visitor is in the room, but not for specific visitors. Students appreciate it when they know your expectations.
ReflectAll of these examples are little tricks that I suppose "senior" educators are accustomed to using, but they seem to be tricks worth remembering and implementing. I think being exposed to these disruptions and manipulations more and more will help me become better prepared for the future. I do hope to have a little more noise control then I have observed, but that comes with experience, time and patience. Though I don't think singling students out is a great form of teaching, I think it could become necessary to perhaps talk to troublesome students after class about how they can approach their behavior in class differently. This should be done in private and with minimal attention being drawn to the person.
(2/2) I'm glad you're thinking deeply about the teacher "tricks." Too many tricks will lead to you playing Game of School more than you want to, bargaining with students for them to be quiet and orderly instead of engaged, curious and on-task. Which of these behaviors match what you stand for or say is important in your teaching philosophy?